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Teacher Leadership
Teacher leadership can be described as the power to influence, affect, change, and direct students, peers, families, and communities so as to improve both learning practices and student achievement outcomes (Danielson, 2006). One of the most compelling benefits that teacher leadership brings to students is the enhancement and enrichment of the learning environment. When teachers become leaders, they create a culture of innovation and collaboration that enables students to rise up to the level of leadership, too. In other words, teacher leadership supports the growth and development of the learner to become a leader.
For others teachers, I would say that one of the most significant benefits of teacher leadership is the opportunity for greater professional growth. Acting as a leader usually means there are chances for professional development. These chances help to increase the effectiveness of teaching practices and raise the standards of the teaching community as a whole. Plus, teacher leaders become role models for their colleagues this way (National Board for Professional Teaching Standards, n.d.).
Teacher leadership can also be a source of positive social change in education as evidence-based teaching strategies and policies get implemented in the classroom. Teacher leaders tend to have big impacts on decision-making processes within their schools and districts. Thus, they can impact state-wide education in terms of informing standards and policies.
On a personal level, taking on a leadership role gives the teacher a greater sense of purpose. It can lead to greater professional opportunities outside the classroom, especially if one is looking to advance to the administrative level. Teacher leaders tend to be the ones to become administrative personnel over time. They bring their vision, professionalism, and experience to a level of education that is important in providing governance for schools and districts.
References
Danielson, C. (2006). Teacher leadership that strengthens professional practice. Alexandria, VA:
Association for Supervision and Curriculum Development.
National Board for Professional Teaching Standards.Links to an external site.(n.d.). Home.
Retrieved from http://www.nbpts.org/
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References Atkinson, R.C. & Shiffrin, R.M. (1968). "Human memory: A proposed system and its control processes." in, Spence, K. & Spence, J. (Eds), Advances in the Psychology of Learning and Motivation, 2(1): New York: Academic Press. Bailey, a.J. (1986). Policy making in schools: Creating a sense of educational purpose. Balshaw, M. (1991). Help in the classroom. London: David Fulton Publishers. Campbell, J., Kyriakides, L., Mujis, D. & Robinson, W. (2004). Assessing teacher effectiveness: Developing
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